Who am I?

Language: Spanish Level: 3

Activity Title: Soy lo que soy
Unit Learning Target: I can
Describe myself and others
Share how my family shapes who I am
Activity Learning Target: I can
Listen for the main idea and details
Read for details
Read for new vocabulary
Objective: TSW will listen to a song by Duina del Mar, a Columbian
artist. Discuss with partner and then whole class to decide
on main idea of song. Using lyrics, students will determine
what details they understand. Students watch a video of
the same song, in the form of a family biography, and
determine what other information they understand.
Finally students read an interview text and answer
comprehension questions. The next day, students work in
groups to answer adjective-focused questions about the
artists personal characteristics.
Class Time Required: One class period (and one follow-up activity for next day)
Resources: Official Music Video for Soy lo que soy by Duina del Mar
(only play audio)
https://www.youtube.com/watch?v=jHFnafaltwA

Remade video of Soy lo que soy with Family Biography
https://www.youtube.com/watch?v=Ub3r2ToV8qA

Student Handout: Interview of artist Entrevista y
Cancionero: Duina del Mar Soy lo que soy
Source: http://zachary-
jones.com/zambombazo/entrevista-video-duina-del-mar-
soy-lo-que-soy/
How would teacher
introduce this to
students?
Play the original audio (by playing the music video
without showing the screen) of Soy lo que soy. Instruct
students to listen for the main idea of the song.
Teacher Step-by-Step: 1. Begin period with song audio- listen for main idea.
2. After listening, have students Think, Pair, Share with a
partner for main idea (Students share in English).
3. Handout lyrics cloze activity, and play audio again.
After, ask students what details they understood.
(Students share in English).
3. Review the completed lyrics and point out where the
artist is from, and find location on map.
4. Play Biografa version of music video, showing the
video this time. Ask students to watch/listen for a new
fact or description they learn about the artists family.
Share out after video (in Spanish).
5. Handout la Entrevista (interview text). Read
individually (15-20 min) and answer questions. Before
students begin, address each of the questions and give
detailed instructions to clarify.
6. When finished (or following day) have students share
out (#1) details they understood, (#2) new vocabulary
they gained in order to understand the text, (#3) one
fascinating fact they learned about the artist, and (#4) one
quote by the artist they agree with and explain why.
7. Finally, hand out sheet with adjectives and have
students work in groups of 2 to answer which adjective
best describes the artist, based on what they heard, saw,
and read.
Caveats and/or Options: If you want to extend this lesson into another day, you
could have students create a family project, similar to
Duina del Mars biography video version of her song,
describing themselves and members of their families.
Students could present these to the class as a Formal
Presentational Speaking task.
Evidence that Learning
Target / Objective has
been met?
TSW be able to listen for the main idea of Duina del Mars
song, Soy lo que soy per class discussion at beginning of
period.
TSW be able to read for the new vocabulary and for details
using the interview text and by answers the assigned
questions.
Resources to Print: Entrevista text (4 page Word doc)
Descriptive Adjective follow-up sheet
Interpretive Elements: Audio of song, Biography video of song
Presentational Elements: Although I only included this as an option and not as a
part of the lesson, I actually extended this unit into a
Family Presentation where students presented
information about themselves, their family members, and
how their family shaped who they are. As a homework
assignment, and a less time-consuming option, you could
have students write out an interview with themselves,
answering similar questions as to what they read.
Interpersonal Elements: Conversation during the class period among partner
groups. As a follow-up activity, you could also conduct
interviews with students or have them conduct them with
each other, using what they read as a model, or they could
develop their own questions.